TEACHING DEMONSTRATION OUTLINE TEMPLATE Instruction: You are required to prepare and deliver a 30-minute teaching demonstration based on your assigned topic and grade level. Use the provided teaching demonstration outline template to guide your delivery of the lesson. Key Reminders:  Prepare your instructional materials (digital and/or non-digital), and other necessary teaching tools in advance.  Your teaching time is limited to 30 minutes. Ensure you allocate time wisely across all parts of your lesson.  The order of demonstration will be randomly selected on the day of demonstration. Please come prepared and remain flexible. Lesson Plan Format 1. Subject: (Music / Physical Education / Health) 2. Grade/Year Level: (Grade 7, Senior High School – PE and Health 1) 3. Topic: (Rhythmic Patterns, Locomotor Skills, Healthy Eating Habits) 4. Objectives: At the end of the lesson, students should be able to: a. b. 2. Motivation / Introduction (2–5 minutes) Introduce the topic and activate prior knowledge with an engaging strategy. Examples:  Show a food plate image and ask: “What did you eat this morning?”  Show an image of children playing “Agawan Base” and ask: “What skills do you use in this game?”  Play a short rhythmic clap pattern and ask: “Can you copy this rhythm?” 3. Instructional Materials to Be Used List physical and digital materials needed for your demo. Examples:  Musical instruments (triangle, tambourine, sticks)  Flashcards with note values (quarter, eighth)  Whistle, timer, audio for warm-up music  Poster of locomotor/non-locomotor movements  Pinggang Pinoy visual aid  Real or cut-out food items (or images)  Chart paper and markers 4. Sets of Questions to Be Asked Questions should guide learning and check understanding. Examples:  What note gets one beat in 2/4 time?  What is a locomotor movement?  Can you name three activities where you use hopping?  Why do we need to eat go, grow, and glow foods every day? 5. Activities to Be Done (7–10 minutes) Plan for guided or collaborative practice with movement or hands-on tasks. Examples:  Group clapping or instrument playing of rhythmic patterns  Rhythm matching game using flashcards  Team-based game applying skills learned  Group activity: Create a daily meal plan using cutouts or drawings  Food classification game (Go/Grow/Glow sort) 6. Assessment to Be Given (3–5 minutes) A quick and clear way to evaluate understanding. Examples:  Clap-and-respond activity (Teacher claps → Students repeat)  Match rhythm flashcards to audio  Observation checklist: Did the student perform the 5 locomotor movements?  Quick reflection: “What was the easiest movement? The hardest?”  Exit ticket: “Draw one healthy meal you can eat tomorrow.”  Oral quiz: “Is this food Go, Grow, or Glow?”  Written Quiz (10 items) Scoring Bands & Interpretation Score Range Descriptor Interpretation 46–50 Outstanding The demonstration is highly engaging, well-structured, and shows mastery of teaching strategies. The teacher candidate effectively uses both digital and non-digital instructional materials, asks varied and purposeful questions, and facilitates interactive activities and meaningful assessment. Students are visibly engaged and learning outcomes are clearly achieved. 41–45 Very Satisfactory The presentation is strong, with minor lapses in timing, delivery, or flow. Instructional materials are well- prepared and mostly effective. Questions and activities promote learning, and assessment aligns with objectives. Students are engaged for most of the session. Shows solid teaching potential and confidence. 36–40 Satisfactory A competent demonstration with some inconsistencies in pacing, material usage, or student engagement. Questions and assessment are somewhat basic, and activities may lack full clarity or participation. Objectives are mostly met, but there is room for clearer execution and stronger classroom presence. 31–35 Developing The lesson lacks clarity in structure or delivery. Instructional materials are limited or underutilized. Questions are surface-level, and student engagement is low or inconsistent. Assessment may not clearly demonstrate learning. Planning and classroom facilitation need further development. 20–30 Beginning The teaching demo shows significant gaps in content knowledge, lesson planning, and classroom strategies. Instructional materials may be missing or ineffective, and students are disengaged. Activities and assessments